Analysis of Differences in School Support, Career Decision-Making Self-Efficacy, School Satisfaction and Learning Persistence Perceived by University Students - Targeting Students Majoring in Culinary Art and Food Service -

조리·외식 전공자의 일반적 특성에 따른 학교지원, 진로결정 자기효능감, 학교만족 및 학습지속의향 차이 분석

  • Ju, In-Sook (Graduate School, Department of Foodservice Management and Nutrition, Sangmyung University) ;
  • Sohn, Chun-Young (Department of Food and Nutrition, Dongnam Health University) ;
  • Hong, Wan-Soo (Department of Foodservice Management and Nutrition, Sangmyung University)
  • 주인숙 (상명대학교 대학원 외식영양학과) ;
  • 손춘영 (동남보건대학교 식품영양학과) ;
  • 홍완수 (상명대학교 식품영양학과)
  • Received : 2020.02.25
  • Accepted : 2020.02.28
  • Published : 2020.04.30


This study evaluated methods of improving sustained learning participation by examining the structural relationship of school support consisting of professor support, friend-senior support and educational environment support, career decisionmaking self-efficacy, school satisfaction, and learning persistence depending on the characteristics of college students majoring in culinary art and food service. The study findings were as follows. First, the general characteristics of college students majoring in culinary art and food service were perceived significantly more by female students than by male students. Second, school support directly influenced the career decision-making self-efficacy and school satisfaction, but did not directly influence the learning persistence. Instead, school support influenced school satisfaction and learning persistence indirectly by the medium of career decision-making self-efficacy. Third, career decision-making self-efficacy directly influenced school satisfaction and learning persistence and indirectly influenced learning persistence by the medium of school satisfaction. Lastly, school satisfaction directly influenced the learning persistence, implying that school satisfaction is an important factor for the learning persistence of college students majoring in culinary art and food service. These results show that, because school members and environmental support cannot exclusively make learning persistence, diverse systems and programs must be developed and applied to improve the career decision-making self-efficacy and school satisfaction of college students majoring in culinary art and food service.


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